MARCIA BESSETTE, DAWN GLENDENNING,

& DOROTHY MELANSON

Fetal Alcohol Spectrum Disorder

Agenda

1. Video & Warm-up activity2. What is Fetal Alcohol Syndrome Disorder?3. Identification & Characteristics4. Prevalence5. Best Practices

Instruction Tasks Environment Classroom Management/Behaviour

6. Activity: Team Case Study7. Video & closing remarks

Video: Nichalos

https://www.youtube.com/watch?v=bd3tsHOzTr0&list=PLiFZcDuldDA7k1pnjI1SHzq5p6_Ka-PwJ&index=2

Fact or Myth?

Children with FASD will outgrow it.There is no benefit in receiving a diagnosis. This

diagnosis will brand an individual for life.People with FASD have low IQ’s.Children usually plateau at grade 4 in their ability

to learn.The behaviour problems associated with FASD

are a result of poor parenting.FASD is only an issue for certain populations.A woman who has FASD will have children with

FASD.

Definition: Fetal Alcohol Syndrome Disorders

FASD is an umbrella term used to describe a full range of permanent birth defects caused by prenatal exposure to alcohol.

Deficits are evident in infancy, childhood and adulthood.

Fetal Alcohol Syndrome

Partial Fetal Alcohol

Syndrome

Alcohol-related Birth Defects

Alcohol-related Neurodevelopmental

Disorder

Clarification

Fetal Alcohol Syndrome Individuals exhibit 4 key features:

Alcohol exposure Growth deficiency Facial features Brain damage

Partial Fetal Alcohol Syndrome Individuals exhibit some but not all of the physical signs of FAS and

also have learning and behavioural difficulties.Alcohol-related Neurodevelopmental Disorder

Individuals have learning difficulties, poor impulse control, poor social skills, and problems with memory, attention, and judgment.

Alcohol-related Birth Defects Individuals have specific physical anomalies; these may include

heart, skeletal, vision, hearing, and fine/gross motor problems.

Diagnosis of FAS

Alcohol exposureGrowth deficiencyFacial featuresBrain damage

Behavioural & Learning Patterns

Sensory and motor deficitsAcademic learning difficultiesMemoryLanguageCognitive functioningBehavioural regulationAdaptive skillsSocial skillsSecondary exceptionalitiesTalents and strengths

Prevalence

1/1000 But…probably more because so many go

undiagnosed.Often times, students with FASD share

similar characteristics to other exceptionalities. ADD/ADHD ODD

Best Practices - Instruction

Use the same terminology when giving instructions or going over an activity

Monitor frequently – be aware of the fact that students with FAS/FASD get easily frustrated and overly stimulated

Remember that to know material one day does not mean the student will know the material the next day

Best Practices - Instruction

Students with FAS are very visual – pictures, images, and photos of students involved in activities help students remember the structure and/or schedule

Monitor the student for any signs of stress that may develop into a behaviour outburst and redirect the student if needed

Remember that praise for these students is very important and helps to build self-esteem

Best Practices - Tasks

Break work into smaller, more manageable chunks

Give one task at a timeRepeat tasksPut a small number of tasks

on a page with white space all around

Display pictures and symbols below whiteboard so the student and other children with additional needs have a visible timetable of the day/lesson

Best Practices - Tasks

Have a smaller version of the timetable copied into students’ planner so they can view it during lessons as necessary

Keep tasks short and achievableBreak tasks up with physical activities to

expend energy and refocus attention Support understanding of tasks by explaining

directions and ensure student understandsParaphrase instructions to process steps

Best Practices - Environment

Teachers need to create a classroom that is physically and psychologically safe for all students.

Students with FASD benefit from routine, and a predictable environment where their comfort and competence levels can grow.

Planning a safe, calm, flexible, efficient instructional setting will make teaching and learning more effective.

Best Practices – Environment

Strategies Create a calm, quiet environment Organize space and furniture for flexibility Organize personal workspaces to promote

organization and develop independent work habits Ensure lockers are easy to access Develop routines that support learning Structure the class to accommodate active behaviours Ensure smooth transitions from one activity to the

next Establish clear rules

Best Practices - Behaviour

Observe and monitor Set limits and follow

them consistentlyChange reward oftenHave pre-established

consequences for misbehaviour

Ask the student to tell you the consequence

Just do it

Best Practices - Behaviour

Notice and comment when student behaviour is appropriate

Avoid threatsRedirect behaviourIntervene before behaviour escalatesProtect the student

Activity: Case Study

You will be divided into three groups: One will focus on task strategies One will focus on instruction & classroom

environment One will focus on a behaviour

You have 15 minutes to create your planBe prepared to share and justify your

strategies

In the end, our class will have created a team plan for a student with FASD.

Video: Fran

https://www.youtube.com/watch?v=jKnGZXh8hhg&list=PLiFZcDuldDA7k1pnjI1SHzq5p6_Ka-PwJ&index=5

One final thought…

It’s not that they won’t, it’s that they

can’t.

References

Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope. Alberta Learning Speaial Programs Branch

What Educators Need to Know about FASD. Healthy Child Manitoba

National Organization on Fetal Alcohol Syndrome (nofas.com)

Case Study www.bced.gov.bc.ca/specialed/fas